Menu Foxes Piece School
Home Page

Foxes Piece School

Pupil Premium

Pupil Premium Strategy Statement 

 

Foxes Piece School September 2020-2021

 

 

 

 

 

1. Summary Information

 

 

School

Foxes Piece School

 

 

Academic Year

2020-2021

Total PP budget

£77,664

Date of most recent PP review

July 2020

 

 

Total number of Pupils

193

Number of pupils eligible for PP

70

Date for next PP strategy review

July 2021

 

 

 

 

 

2. Attainment and Progress

 

 

 

 

 

(Using Summer 2020 data) No statutory assessments completed due to lockdown

National comparison using Target Tracker benchmark analysis

 

PP eligible pupils (school)

PP eligible pupils

PP not eligible

(school)

PP not eligible (national)

 

 

% achieving KS1 age related expectations using teacher assessment (Year 2) in:

Reading

60%

65%

88%

81%

 

 

Writing

50%

59%

67%

76%

 

 

Maths

64%

66%

63%

81%

 

 

% achieving KS2 age related expectations using teacher assessment (Year 6):

Reading

67%

68%

85%

82%

 

 

Maths

75%

66%

85%

81%

 

 

Writing

67%

61%

85%

76%

 

 

 

 

 

 

3. Barriers to future attainment for PP eligible pupils

 

 

In school barriers to be addressed

 

 

(i) Low starting points, complex additional needs and lack of educational aspirations result in PP children and their families not placing a high value on education.

 

 

(ii) Pupils eligible for PP often have poor/delayed language and communication skills.  Speech and Language interventions are key for progress to be made.

 

 

(iii) Poor emotional resilience, diet, self-regulation skills and attendance impact on pupils’ ability to work and to accept a degree of challenge in their learning.

 

 

(iv) Lack of access to enrichment activities and extended home-learning for pupils eligible for PP restricts their knowledge and love to learn.

 

 

External barriers

Success Criteria

 

Attendance rates for pupils eligible for PP is slightly below that of non-PP peers.  Pupils have reduced school hours and are missing out on quality first teaching; this therefore causes them to fall behind.

 

 

 

Teachers work with children on identified targets to plug the gap in their learning providing learning in small supportive group structure.  Quality First Teaching provides necessary resources and skills to raise standards in learning; teachers have greater access to assessment material enabling whole class teaching and small booster groups.

 

Children arrive at school late and not always ‘ready to learn’- poor routines, lack of equipment/uniform and unhealthy diets impact on their attitudes to learning

 

 

Attainment as measured by GLD and KS1 teacher

assessment should be at least equivalent for PP and non-PP pupils in the areas of Communication and Language or reading.

 

4. Outcomes (Desired outcomes and how they will be measured)

Achievement and progress is accelerated for PP children

PP children recognise challenge and know how to best overcome this.

 

 
  1. Pupils will be making expected or accelerated progress compared to non-PP peers.

 

 

 

Children will be attending all their lessons including start of day and end of day activities.

 

 
  1. Early gaps in English and Maths skills are closed through targeted support and interventions.

Attainment as measured by GLD and KS1 teacher assessment should be at least equivalent for PP and non-PP pupils in the areas of Communication and Language or reading.

 

 
  1. PP children are taught strategies to develop emotional resilience and self-regulation skills to enable them to be life-long learners.

Achievement and progress is accelerated for PP children

PP children recognise challenge and know how to best overcome this.

 

 
  1. PP children’s attendance is the same as non-PP children.

2019-2020

 

 

 

 

 

5. Planned expenditure

 

 

Academic Year

2019-2020

 

 

Booster teachers delivering Quality First Teaching – identified barriers to learning, PP children are working 1:1 or small group support structures, clearly identified targets and gaps in their learning.  Family liaison Teacher role leading social/emotion/nurture groups managing attendance and support for parents. Raising educational standards for pupils, tracking, monitoring, booster teaching and provision. PiXL resources being used to address gaps in learning. Access to enrichment activities, wide variety of clubs, trips to raise aspirations and encourage creativity and wonder.

Chosen action / approach

 

 

Quality First Teaching

PiXL resources and targeted support

Booster teachers

Golden Eagles

 

i. Quality teaching for all

£60,000

 

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Lead by?

When will we review implementation?

 

 

PP children make good progress and achieve age appropriate levels

Chosen action / approach

Research, EEF (Education Endowment Foundation) PiXL research, prior success

SLT Monitoring and coaching

PP Individual Progress Plans

Regular core meetings (PiXL)

Regular CPD for teachers

JB

KB

VP

AP

Termly Review

 

 

Total budgeted cost from Pupil Premium budget

Intervention groups

1:1 Tuition

Booster Groups

SALT targets

Family support

Growth mindset activities

Home activity bags

Challenge opportunities for MA children

 

 

ii. Targeted support

£35,000

 

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Lead by?

When will we review implementation?

 

 

Support for parents and children (develop of emotional resilience, self-regulation skills, parenting, dietary advice) Development of a love of learning

Chosen action / approach

Research and prior success

Identified barriers to learning and success

Monitored and progress reviewed termly

JB

KB

VP

LD

AP

Termly

 

 

Total budgeted cost from Pupil Premium budget

Wide variety of school clubs

School trips and aspirational events Enrichment curriculum

Multi-Faith days

Music opportunities

Community projects

 

 

 

iii. Other approaches

£7,000

 

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Lead by?

When will we review implementation?

 

 

Children will have access to enrichment activities that encourage social skills, develop language, exercise and love of learning

Wide variety of school clubs

School trips and aspirational events Enrichment curriculum

Multi-Faith days

Music opportunities

Community projects

 

Observations

Pupil Voice

Action Research

Regular reviews

Pupils’ progress

Pupils’ Voice

Parental questionnaires

KB

AP

Termly

 

 

Total budgeted cost from Pupil Premium budget

£7,000

 

 

 

 

 
                               

 

 

 

Pupil Premium 

Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and diminish differences in attainment between them and their peers.

 

Pupils who are looked after, adopted, eligible for Free School Meals, pupils recorded as Ever 6 FSM (who have received Free School Meals in the last 6 years), or pupils who are in a service family, receive Pupil Premium grants.

Funding for 2019-2020 is £102,690

Funding for 2018-2019 is £106,920

Funding for 2017-2018 was £95,040

Funding for 2016-2017 was £92,400

 

 

 

 

 

 

 

 

Top